Exam Technique – practical help for students | timlegg

This much I know about…how to use research evidence to improve both my teaching and my students’ outcomes
Posted on January 6, 2019 by johntomsett

I have been a teacher for 30 years, a Headteacher for 15 years and, at the age of 54, this much I know about how to use research evidence to improve both my teaching and my students’ outcomes.

In this article, I outline the steps I took from being directed to a research paper, using that research paper’s evidence to change my teaching and then how I measured the impact of that change to my teaching upon students’ outcomes. I have told…

Continue reading at:



Knowledge Organisers – a complete overview | timlegg

A brilliant blog by Reach Academy in Feltham who have been using these for years – a long read but incredibly useful – it is primary based but the approach is used by hundreds of schools nationwide at secondary.

Beyond Knowledge Organisers; building the best curriculum in the world.

TL;DR Scroll to the bottom for the Medieval Monarchs booklet. You’re welcome.

In this blog I explain the journey that we have taken at Reach Academy around curriculum design. It is a VERY long blog (over 4000 words, which will take the average reader about half an hour) in which I explore common…

Continue reading at:


Visualisers and booklets | timlegg

Do you use ppt. for all lessons – there are alternatives and this is a really good option: How to teach using a booklet and visualiser

November 30, 2018bennewmark1 Comment

Early in my career I was part of a teaching paradigm shift, caused by the installation of electronic whiteboards in almost every classroom in English schools.

Before the arrival of these (enormously expensive) pieces of technology PowerPoint was rarely used, and when it was it tended to be for staff training and not day-to-day teaching. Schemes of work at my first school were held in a library of folders in…

Continue reading at:


Threshold Concepts | timlegg

Great blog from Class Teaching – Last week I was leading a training session for trainee science teachers, looking at the EEF ‘Improving Secondary Science’ guidance report – this is a great resource for science teachers and one that I would strongly recommend.  There is a section in the report on the importance of ‘threshold concepts’ in science teaching.  A threshold concept is described below:

“A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or…

Continue reading at:


Knowledge Organisers: Making them worth more than the paper they’re written on | timlegg

A great blog from Durrington Research School:

As we have previously blogged about here and here, we at Durrington are currently implementing knowledge organisers across the whole school. At the moment, we have knowledge organisers in place in all subjects for Year 9 and Year 10. The knowledge organisers themselves are disciplinary, by which we mean they are subject specific and so show variation according to the curriculum that they support. However, we have also tried to ensure consistency through adhering to the following principles:
The knowledge organisers include judiciously selected…

Continue reading at:


Knowledge Organisers: Tackling the Misconceptions | timlegg

Posted on September 20, 2018 by classteaching

Last week, Andy Tharby wrote about Durrington’s journey with knowledge organisers and in particular how we are using these to improve retrieval practice. Andy’s blog generated a lot of interest, perhaps because it taps into the current debate regarding the possible advantages and dangers of using knowledge organisers as a central resource for classroom learning (and because it is expertly written, of course).

One of the major issues we at Durrington have faced on this journey is ensuring a cohesive approach to using knowledge organisers…

Continue reading at: